WyFLES Teachers’ Materials SALSA Episode 125 · 2020. 11. 19. · • Chivo Pequeño (Little Goat) Synopsis Four trains- a red one, a big one, an old one and a little one (Señorita

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XIV. Letter to par

WyFLES Teachers’ Materials

SALSA Episode 125

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Sample Pacing of Episode 125

Week One: • Show the video (16 minutes) • Show the video techniques. (20• Continue sayin room and hasta as many other w use. • Try two extensi

Week Two:

• Show the video techniques. (20 m • Try two or more or show video a anticipate what • Continue using other focus voc • Check off stude id d

Second Grade

Episode 125 all the way through.

again using active viewing minutes)

g hola as your students enter the luego as they leave as well as using ords as you and your students can

on activities.

once again using active viewing inutes)

extension activities (25-40 minutes) gain, stopping to ask students to comes next. (20 minutes) the Spanish numbers, greetings, and abulary in your classroom. nt learning on the assessment

Essential Activities: 1) Watch the SALSA series guide for Episode 125. Practice

the focus words in preparation for introducing the episode to your students.

2) Show the SALSA video of Episode 125 to your class at least

Notes:

Unit Theme: Los Trenes Focus Vocabulary: • Adiós ( goodbye) • El tren (the train) Characters/Personajes: • Perro (D• Tren Pe• Tren Gr• Tren Vi• Doctor • Doctora• Lobo (W• Armadi• Ratonci• Niña (• Mamá O• Papá O• Bebé Os• Chivo G• Chivo M• Chivo P SynopsisFour trainone, an o(Señoritaa race. ThTren) getBut the ocake withgets sick the red trLos Tres trying to train stopasleep. Seafter all! Wyomin1. CommStudents languageexchange

SALSA Episode 125 - Page 1

twice each week. (See teachers’ materials for active viewing ideas to involve your students as they watch it the second time!) You may wish to break it up into segments, or show it in its entirety. (21 minutes) Recommended pacing: two weeks per episode in first and second grades. (See scope and sequence in the general guidelines and materials.)

Continue greeting your students with ¡Hola! each time they enter your classroom and saying goodbye with hasta luego or adiós. Use as many Spanish words and expressions as you can during the regular school day.

Ideas for Expansion Activities:

Sample Lesson for Day 1: (Estimated time: 25 minutes) The “index-card” script follows this section.

1. With a hand puppet model the following dialogue: (Allow a student to play the role of the puppet.)

T: Buenos días, (puppet’s name.) Good morning, ______. (Or Buenas tardes, as appropriate.) Good afternoon. P: Buenos días, Señor/Señora/Señorita _________. Good morning, Mr./Mrs./Miss _____. T: ¿ Cómo estás tú? How are you?

P: Muy bien. Así, así. Muy mal. Very good/ So-so/ Very bad. T: ¡Qué bien! That’s good -- if the student answers fine.

¡Qué lastima! That’s too bad -- if the student answers so-so or very bad. P ¿Y usted? And you?

T: Muy bien, gracias. Fine, thank you. T: ¡Fantástico! (student’s name!)

og) queño (Little Train) ande (Big Train) ejo (Old Train) (Male Doctor) (Female Doctor)

olf) llo to (Rat) Girl) sa

so o rande (Big Goat) ediano (Med. Goat) equeño (Little Goat)

s- a red one, a big

ld one and a little one Tren) decide to have e smallest (Señorita

s off to a slow start. ld train stops to eat Los Tres Osos and from gorging. Then ain buys a book from Chivos and crashes read it. And the big s to rest and falls ñorita Tren wins

g Standards: unication: communicate in a other than English to information.

Wyomi2. CultuStudentsunderstademonstappropriculture(slanguage ObjectivStudents1. demon or non compr focus the fo expres ¡Qué

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Notes:

2. Hand out the blackline master of the trains (el tren). Ask the students to color the trains using their crayons. Coloreen los trenes con los creyones. (Color the trains with your crayons.)

3. Ask the students to hold up certain colored trains. Levanten los trenes azules.

ng Standards: re––

develop cultural nding and rate practices ate to the


¿Cuántos trenes azules hay? Vamos a contar, uno, dos, tres, . . . (Hold up the ) in which the
Pronunciation Hints: Coloreen= Coe-loe-reen Con= cone Contar= cone-tar Cuenta= kwen-tah Gráfica= grah-fee-kah Hacer= ah-sair Hay= ay (ay ay ay) Más= mahss Menos= may-noess Mira= mee-rah Pon= pone Quién= key-en Quiere= key-air-ay Secuencia= say-kwen-see-ah Sobre= so-bray Trenes= tren-ss Tu= too Assessment Observe the students for verbal or non-verbal indications of comprehension. (See assessments provided.)
blue trains. How many blue trains are there? Let’s count them, 1, 2, 3 . . .) 4. Repeat the previous command with another color. Ask a student to count the

trains for the class. Levanten los trenes rojos. ¿Cuántos trenes rojos hay? Rubén, cuenta los trenes, por favor. (Hold up the red trains. How many red trains are there? Ruben, count the trains, please.)

5. Place the colored trains on the board in sets of numbers. Point to a set and ask, ¿Cuántos trenes hay? (How many trains are there?) Students answer: Hay tres

trenes. (There are three trains.) 6. Use the colored trains to sort by color or make patterns or graphs.

• Sort by color: Pon todos los trenes amarillos en el círculo rojo. Pon todos los trenes verdes en el círculo verde. (Put all of the yellow trains in the red circle. Put all of the green trains in the green circle.)

• Patterns: Mira clase, es una secuencia de trenes. Hay un tren negro, un tren rojo, un tren verde, y un tren negro, un tren rojo, y un tren verde. ¿Quién quiere hacer una secuencia de trenes? (Look class, it’s a pattern of trains. There’s a black train, a red train, a green train, and a black train, a red train, and a green train. Who would like to make a pattern of trains?)

• Graphs: _____f ¿de qué color es tu tren? (verde) Pon tu tren verde sobre el color verde en la gráfica. ¿Cuántos trenes verdes hay en la gráfica? ¿Hay más trenes verdes o amarillos? ¿Hay menos trenes negros o rojos? (_____, what color is your train? (green) Put your green train on the color green on the graph. How many green trains are on the graph? Are there more green or yellow trains? Are there fewer black or red trains?)

is used.

es: will be able to: strate verbally -verbally ehension of: the vocabulary and llowing sions of praise: bueno! (very good!)

hecho! (well done!) o! (Bravo!)

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Teacher Script Designed to be Pasted on a 5” X 8” Index Card

THE TEACHER SAYS AND (DOES) Episode 125: La carrera Warm-up Dialogue (Model with a puppet)

Allow students to take the role of the puppet. T: Buenos días, (puppet’s name.) (or Buenas tardes, as appropriate.) P: Buenos días, Señor/Señora/Señorita ___________. T: ¿Cómo estás tú? P: (Muy bien, gracias./ Así, así./ Muy mal.) Encourage students to choose how the puppet is feeling. T: ¡Qué bien! (That’s good -- if the student answers fine.) ¡Qué lastima! (That’s too bad -- if the student answers so-so or very bad.) P: ¿Y usted? T: Muy bien, gracias. T: ¡Qué bueno, (student’s name!) Use the following praise words throughout the day: ¡Qué bueno! (Hurray!) ¡Bien hecho! (Well done!) ¡Bravo! (Great!)

Teacher Script Designed to be Pasted (without head…) on a 5” X 8” Index Card

THE TEACHER SAYS AND (DOES) * a word in [ ] indicates you may choose to say the word or not say the word. An underlined word means that it could change to another noun. Episode 125: Lesson 1, La carrera See card with Warm-up dialogue. Coloreen los trenes con los creyones. Students, color the train. Levanten (hold up) los trenes azules. ¿Cuántos trenes azules hay? Vamos a (Let’s) contar, uno, dos, tres, . . . As a class, count the different colors of trains. Levanten (hold up) los trenes rojos. ¿Cuántos trenes rojos hay? Rubén, cuenta (count) los trenes, por favor. Ask individual students to tell the number of red trains, blue trains, etc. ¿Cuántos trenes hay (are there)? Hay (there are) tres trenes. Group the trains on the board and count. Sort by color: Pon todos los trenes amarillos en el círculo rojo. Pon todos los trenes verdes en el círculo verde. (Put all the …trains in the… circle) Patterns: Mira clase, es una secuencia de trenes. Hay un tren negro, un tren rojo, un tren verde, y un tren negro, un tren rojo, y un tren verde. ¿Quién quiere hacer una secuencia de trenes? (See, class, this is a sequence of trains…) Graphs: Rosa, ¿de qué color es tu tren? (verde) Pon tu tren verde sobre el color verde en la gráfica. ¿Cuántos trenes verdes hay en la gráfica? ¿Hay más trenes verdes o amarillos? ¿Hay menos trenes negros o rojos? (What color is your train? Put your …train on the color… on the graph. How many … trains are there on the graph? Are there more green trains or yellow trains?

Tienes= tee-en-ss Hambre= ahm-bray

two common ways of expressing you (singular) in Spanish. Usted is

You Sleeping?

ObjectStudentcompreSpanish • askinansweriusing thbe hungand cold Connecsubject • Li • M Materia• A seton eachwritten followinTengo hTengo sTengo fTengo c AssessmWatch astudents indicate

b ll b ll

Notes:

Sample Lesson for Day 2: (Estimated time: 25 minutes) As in the sample lesson for Day 1, an “index-card” script is included with the teacher materials for this episode. 1. After the Warm-up with the students, review the use of tú and usted, the

ives for day 2: will indicate hension of words by: g and ng questions


Note: In Spanish, one doesn’t say “I am hungry,” but rather “I have hunger.” Thus the verb tengo means “I have.” Tienes then means you have or have you. Pronunciation Hints Tengo= ten-go

used as an indication of respect when addressing older people and people in positions of authority. Tú is used when addressing family members, friends, and children. Refer to the dialogue used with the puppet. Review when and where both forms are used. Give the class examples, such as: If the principal walked in the room, what form would you use? If a parent . . .? etc.

2. On a set of index cards write the following phrases: Tengo hambre.

(I’m hungry.) Tengo sed. (I’m thirsty.) Tengo frío. (I’m cold.) Tengo calor. (I’m hot.) Set them on a table, ask a volunteer to come up, choose a card and act out the phrase. The rest of the class must guess the phrase or ask questions such as ¿Tienes frío? Sí, tengo frío. (Are you cold? Yes, I’m cold.)

3. Use the same set of index cards from the first activity. Bring four

students to the front of the room and give them each a card. Let them read the card and hold it so that no one else can see it. Ask another student to the front and use the following dialogue:

Student #5 to Student #1: ¿Tienes frío? Student #1 responds according to the phrase on their card: Sí, tengo frío. Or No, no tengo frío. Student #5 to Student #2: ¿Tienes hambre? Student #2: Sí, tengo hambre. Or No, no tengo hambre. Student #5 continues asking the question to each student. 4. Sing Buenos días, buenas tardes, y buenas noches to the tune of Are

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THE TEACHER SAYS AND (DOES) Episode 125: Lesson 2, La carrera See card with Warm-up dialogue.

Review the use of tú (informal) and usted (formal), the two common ways of expressing you (singular) in Spanish. Give the class examples, such as: If the principal walked into the room, what form would you use? If a parent . . .? If a friend…? Use a set of index cards with the following phrases: Tengo hambre. Tengo sed. Tengo frío. Tengo calor. Set them on a table, then ask a volunteer to come up, choose a card and act out the phrase. The rest of the class must guess the phrase or ask questions such as ¿Tienes frío? Sí, tengo frío or No, no tengo frío. Use the same set of cards from the previous activity. Bring five students to the front of the room, pass out the cards to four students, and use the following dialogue: Student #5 to Student #1: ¿Tienes frío? Student #1 responds according to the phrase on his/her card: Sí, tengo frío. Or No, no tengo frío. Student #5 to Student #2: ¿Tienes hambre? Student #2: Sí, (No, no) tengo hambre. Student #5 continues asking the question to each student. Sing: Buenos días to the tune of Are You Sleeping?

Sample Lesson for Day 3: (Estimated time: 25 minutes) As for the other sample lessons, an “index-card” script is included with this episode. 1. Make copies of the cards that list the words that are opposites. (See

day 4 for list) Hand one to each student. Have the students point to each word and say the word.

Notes:

Objectives for day 3: Student will indicate comprehension of: • the expressions Tengo hambre, sed, frío and calor. • some opposites in Spanish Connesubjec • Lite • Mat Materi • Ind voc • A b • Dic AssessObservfor ververbal compreSee asseprovideepisode


2. After repeating the words, ask the students to show a physical action

to show the meaning of the word. Examples: triste = shows a sad face; frío = shivers and brings the arms up around the chest; malo = thumbs down; bueno = thumbs up; etc.

3. Tell the students to cut the cards along the solid black lines. Students

should write their names on the back of each card. Students can either play in pairs or small groups. Mix the cards up and turn them over. The first student chooses a card and turns it over and reads the word. The same student turns over a second card and reads the word. A match is made when the student finds the opposite of the first card that they picked up. If there is no match the student replaces the cards and the game continues with the next player.

4. Make or use a Tic-Tac-Toe board. Divide the class into two teams,

one becomes the Xs and the other becomes the Os. A player from the starting team selects a vocabulary card from any envelope. He or she says the word corresponding to the card and their team members must correctly give the opposite. The team receives an X or an O on the envelope. Play continues until one team has three of its symbols in a row—across, down, or diagonally.

5. At the end of the class exclaim to the class ¡Estoy cansado/a! (I am tired!) ¿Quién está cansado? (Who is tired?)

.

ctions to other t areas:racy h- counting

als Needed: ex cards with abulary words all e

ment: e the students bal or non-indications of hension. ssments

d for this .


THE TEACHER SAYS AND (DOES) Episode 125: Lesson 3, La carrera

See card with Warm-up dialogue. Point and say, using the cards with opposites. Ask the students to show a physical action to show the meaning of the word. Examples: triste = shows a sad face; frío = shivers and brings the arms up around the chest; malo = thumbs down; bueno = thumbs up; etc. Use the same cards from the above activity. Mix the cards up and turn them over. The first student chooses a card and turns it over and reads the word. The same student turns over a second card and reads the word. A match is made when the student finds the opposite of the first card that he or she picked up. If there is no match the student replaces the cards and the game continues with the next player. Tic-Tac-Toe. Divide the class into two teams, one becomes the Xs and the other becomes the Os. A player from the starting team selects a vocabulary card from any envelope. He or she says the word corresponding to the card and his or her team members must correctly give the opposite. The team receives an X or an O on the envelope. Play continues until one team has three in a row. ¡Estoy cansado/a! ¿Quién está cansado? Ask who is tired.

Pronuncation Hints Contrarios= cone-trahr-ee-ohss Rápido= rah-pee-doh Lento= len-toe Viejo= vee-ay-hoe Joven= hoe-ven Agrio= ah-gree-

MI PRIMERO LIBRO DE CONTRARIOS. It is recommended to make double-sided photocopies. Order the pages and staple. Review the opposites with the students. Allow the students to color and take the booklets home to show their parents or keep in class as a reference or for review. MI PRIMERO LIBRO DE CONTRARIOS My First Book of Opposites Grande……………..Pequeño big..........................small Caliente.....………Frío hot..........................cold

Contento..........Triste happy .....................sad Bueno.................Malo good........................bad Enfermo............Bien ill (sick)..................good Rápido……………..Lento fast….......................slow Hola....................Adiós hello.........................goodbye Duro…………………Blando hard….......................soft Viejo..................Joven old.............................young Agrio………………..Dulce sour………………………..sweet Final Assessment A Web Site to Investigate:

Check out the following web site to find great activities, materials and stories in English, Spanish, French. The site also has multicultural activities for classroom use! http://www.miscositas.com/

ObjectStudencompreSpanishcolorinbook, Mi Primero Libro de Contrarios Connections to other subject areas: • Literacy • Art- coloring Materials needed: • Book made from blackline masters Assessment: Watch the students as they demonstrate comprehension of the vocabulary. (See assessments provided with this unit.) Correctives and Enrichments: Please see the expansion activities provided with this episode.

Notes:

Sample lesson for Day 4: (Estimated time: 25 minutes) As for the other sample lessons, an “index-card” script is included with this episode. Included in this lesson is a blackline master for a student book entitled

ives for day 4 : ts will indicate hension of vocabulary by

g their own

SALSA Episode 125- Page 5


THE TEACHER SAYS AND (DOES) Episode 125: Lesson 4, La carrera

See card with Warm-up dialogue. MI PRIMERO LIBRO DE CONTRARIOS My First Book of Opposites grande pequeño big small caliente frío hot cold

contento triste happy sad bueno malo good bad enfermo bien ill (sick) good rápido lento fast slow hola adiós hello goodbye duro blando hard soft viejo joven old young agrio dulce sour sweet ¡Bien hecho, niños! Final Assessment

Assessment Observation Checklist

Student__________________________________________________Grade __________ School___________________________________________________________________ Teacher__________________________________________________________________ EPISODE 125—THE RACE Student Behavior Yes/No Date Skill Comments Responds verbally or non-verbally to the Spanish words adiós.

Comprehension of designated Spanish vocabulary.

Responds verbally or non-verbally to the Spanish word el tren.


Responds verbally or non-verbally to the Spanish word contento.


Responds verbally or non-verbally to the Spanish word triste.


Responds verbally or non-verbally to the Spanish word cansado.


Responds verbally or non-verbally to the Spanish word caliente.


Responds verbally or non-verbally to the Spanish word tengo hambre.


Responds verbally or non-verbally to the Spanish words qué bueno, bien hecho, bravo.

Comprehension of expressions of praise.

Salsa Episode 225 The Race

Assessment Observation Checklist

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Student’s Name Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Extension Vocabulary from the SALSA Video Series

Episode

125

Spanish

NounsUna carrera Mi nariz. Expressions/ phrases ¿Listos? ¡Qué bueno! Contra ti. ¿Preparados? ¿Listos? ¡Ya! ¡Qué dolor! ¡Bien hecho! Sentences Tú eres lento. (a) Soy rápido. (a) Vamos a tener una carrera. Yo soy más rápido que tú. Tengo hambre. ¿Quieres pastel? Me comí tres pedazos de pastel. El premio es para ti. Había una vez un tren pequeñito.

A race My nose. Ready? That’s great! Against you. (a ra Ready? Set? Go! What pain! Well done! You are slow. ( m I am fast. (masc., Let’s have a race. I’m faster than yo I’m hungry. Do you want som I ate three pieces o The prize is for yo Once upon a time

English

ce)

asc., fem.)

fem.)

u.

e cake?

f cake.

u.

there was a little train.

Time Lang. Prep. Description Materials Needed

Correctives and Enrichments- Episode 125

10-15 5-10

10-15

2-3

1-2

1

4

0

1

Sense of the Sentence Game For students who are beginning to make complete sentences, this activity can be a challenging and fun game. Take a sentence such as Me gusta el rojo. Cut the sentence into four pieces and give one part to four individual students. If they can’t read the words, whisper the word in each student’s ear. Then have them form the sentence by arranging themselves and saying the sentence. This can also be a pair activity for students needing more time and help.

Incorrect Sentence Activity Teacher (or a student volunteer) says a word or sentence and acts it out, either correctly or incorrectly. The class or group agrees or corrects the sentence to match the actions of the student. Ex. Teacher/student: Tengo frío. (action a pantomine of cold or hot.) The class then agrees or corrects the sentence to agree with the action. With single words, this can be used with students in need of more practice with the vocabulary. Bean Bag or Ball Toss (For students who are doing very well using Spanish orally.) Students toss a bag or ball to other students sitting in a circle. The student throwing the ball asks a question such as ¿Qué quieres? The student catching the ball must answer the question in a logical manner. Have students prepare their questions before beginning the game.

Easy sentences cut into pieces. (3-5 word sentences) NA A ball or bean bag.

Spanish Self-Assessment Column 2 (Lang.)

This column tells you how much Spanish you need to know in order to be able to use this activity in your classroom.

1………. I only know the focus words from the video episodes. 2………. I know the focus words and a little bit more. 3………. I feel comfortable using some Spanish.

Preparation Needed Column 2 (Prep.)

This column gives you an idea of how much preparation you will need to do to use this activity in your classroom.

0………. No preparation necessary. 1………. You’ll need one picture or object. 2………. You’ll need multiple pictures or objects. 3………. You’ll need enough pictures or objects for every

student. 4………. Requires you or your students to make materials. 5………. Requires you to gather resources, e.g. props.

Vocabulary Cards Episode 125

Reproduce this page as needed. Cut and provide one set of cards to all children in the class.

adiós el tren

contento triste

cansado caliente

tengo hambre

Episode Transcript

To save money on printing and postage, we have not printed the

transcript of this episode for you.

To obtain a transcript, simply to go the following web site:

http://www.gpb.org/peachstar/salsa

Once there, click on episode transcripts, then on 125. (click once only) You can then print out the transcript.

SALSA Episodes 125-130 Dear Parent: We hope that you have enjoyed participating in your child’s study of Spanish in the first twenty-four episodes of SALSA. By this time in their exposure to the language almost all children will have acquired significant listening-comprehension skills in some simple everyday Spanish. They should also have made progress in developing an accurate and comprehensible accent in the language. Some of them may have begun to try to read and write in the language even though that is not a goal of the K-2 program. (In the program for grades three through six substantive attention is paid to reading and writing.) In the next six episodes of the SALSA video series, your child will be further exposed to the Spanish language through variations on the story of The Little Train. (La Carrera). As in the previous episodes the story evolves gradually, recycling the Spanish vocabulary, using it in various contexts. Because the words are used repeatedly in a familiar context, your child will be able to follow and enjoy the story even though no English is used. • Episode 125 is a variation of the traditional story acted out by puppet

characters. • In Episode 126 the three billy goats decide to take a trip with the Little Train, with multiple mishaps. • In Episode 127 the armadillo turns into Super Armadillo and, after

demonstrating his ability to move “faster than a speeding train,” he rescues Mother Bear from the train tracks and vanquishes the Wolf.

• In Episode 128 while riding on the Little Train Mama and Baby Bear are stopped by three masked train robbers looking for ice cream. • In Episode 129 the story leaves the Little Train tale to do a spoof on Cinderella, with the Monster losing one of his red shoes at the ball. • In Episode 130 the three bears and the three billy goats face off in a quiz show to see which family remembers the most Spanish.

The objectives of this six-episode sequence are to continue to develop your child’s ability to understand and imitate spoken Spanish. Although there are many other Spanish words and expressions used in the SALSA videos, the following words are the focus vocabulary for these lessons. Greetings/Polite Terms:

adiós goodbye (review) Numbers: diez ten

once eleven

Nouns: el tren the train el libro the book

las uvas the grapes la leche the milk los osos the bears (review) el helado the ice cream el zapato the shoe los pies the feet el agua (the) water el pelo hair

Expressions: ¿Qué es? What is… what is it? Included with this letter are your next WyFLES Home Information and Practice sheets for these six episodes. We encourage you to make this a fun activity where you and your child learn together. We also encourage you not to make this a high pressure activity for your child but rather one in which your child can share with you what he or she is learning in school. Once the sheet is completed, please sign and return it to me for inclusion in his or her portfolio of learning. If you have questions, please contact me at ………. Teacher’s name School

WyFLES Home Information and Practice Sheet Episodes 125-130

Child’s Name I can count to in Spanish. Date: Signature of parent or guardian:

I can say “good job,” “well done” Date: in Spanish. Signature of parent or guardian:

(¡Qué bueno! or ¡Bien hecho! or ¡Bravo!))

I can say “Thank you,” “You’re . Date: Welcome” and “Please” in Spanish. Signature of parent or guardian:

(Gracias, de nada, por favor) I know the words for “feet,” “hair,”. Date: and “water” in Spanish. Signature of parent or guardian: (los pies, el pelo, el agua) I can ask “What is that?” Date: in Spanish. Signature of parent or guardian:

(¿Qué es?)

-1-

Documents

WyFLES Teachers’ Materials SALSA Episode 125 · 2020. 11. 19. · • Chivo Pequeño (Little Goat) Synopsis Four trains- a red one, a big one, an old one and a little one (Señorita